Achievement goal theory: The past, present, and future.

By M. Maehr, Akane Zusho. 2009

316 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/39add367c5285af0928d1eeec2b5eb53a753bc78

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Citations in the corpus

STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Mastery-oriented students focus on improving their skills and learning, whereas performance-oriented students focus on demonstrating their competence or outperforming others (see Maehr & Zusho, 2009, for a review).”
Studying for the sake of others: the role of social goals on academic engagement (2012, background): “Within the field of educational psychology, the most commonly studied goals are achievement goals which are concerned with the reasons why students choose to achieve academically (see Maehr & Zusho, 2009 for a review).”
Culturalizing Achievement Goal Theory and Research (2011, methodology): “…that the endorsement of performance-approach goals may, at times, lead to higher levels of academic achievement (Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002); however, the effects of performance-avoidance goals have been found to be almost entirely negative (Maehr & Zusho, 2009).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Maehr and Zusho ( 2009 ) present as a major premise of goal theory that goals create motivational systems such as patterns of motivation - related beliefs , styles of self - regulation , and affective out - comes .”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Extant research suggests that performance goals become more prominent as children get older, and that this is particularly true after the transition to middle school (Anderman & Anderman, 1999), in large part because schools emphasize performance more as children move through (Maehr & Zusho, 2009).”
Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence (2015, background): “…of achievement motivation have focused on the role of various motivational constructs such as self-efficacy, self-concept (Marsh & Seaton, 2012), achievement goals (Maehr & Zusho, 2009), expectancy-values (Wigfield, Tonks, & Klauda, 2009), and attributions (Graham & Williams, 2009) among others.”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “This assumption is also reflected in achievement goal theory (Maehr & Zusho, 2009), which distinguishes between goals focused on the development and demonstration of competence, as well as in self-determination theory (R. M. Ryan & Deci, 2017), which suggests that competence is a basic and…”
The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, background): “This undeniably goes against the achievement motivation theory which postulates that those with a high level of achievement motivation are well oriented, confident, have positive beliefs in themselves, and can achieve their aims positively (Elias et al., 2010; Maehr & Zusho, 2009; Senko, 2016).”